El presente artículo destaca los detalles de la resistencia como un fenómeno negativo de varios niveles en el entorno educativo de las instituciones de educación superior de Ucrania. Los factores más significativos de la aparición de resistencias se caracterizan como una reacción a la sobrecarga informativa y psicoemocional de un docente de educación superior y un marcador de su desgaste profesional. Empíricamente, se han aclarado los detalles y el mecanismo de experimentar resistencia por parte de los estudiantes de educación superior en Ucrania en la etapa actual. Los resultados de la encuesta anónima permitieron rastrear el espectro de situaciones en la educación que perturban e intensifican el sentimiento de resistencia en los estudiantes, para perfilar las emociones negativas que las acompañan. También se destaca el impacto de la digitalización de la educación en la efectividad de su trayectoria educativa individual. El estudio abrió una nueva perspectiva para estudiar las situaciones más problemáticas que causan resistencia entre los trabajadores científicos y pedagógicos de las instituciones de educación superior de Ucrania e impiden el establecimiento de una comunicación sin barreras con los estudiantes de educación en un ambiente mixto.
Professional training in Ukrainian higher education institutions is primarily focused on strengthening the creative potential of future educators, as it promotes their professional and personal growth, as well as the comprehensive outcome of students’ creative abilities. Therefore, the purpose of this article is to outline the Ukrainian pedagogical experience in enlarging the creative process in higher education institutions. Another aim is to ascertain the concepts of “creative process”, “creativity”, “creative skills” in the up-to-date Ukrainian pedagogical discourse. It is a point of discussion that in Ukrainian pedagogical literature the term “kreatyvnist” (“creativity”) dominates over “tvorchist” (“creative process”). Creative abilities are interpreted as a combination of inner human traits that emerge in the process of activity resulting in innovation. Creative activity integrates the mechanism of generating something new via education and cognition, while the ability reveals itself in responding to new non-standard situations when future-to-be teacher’s creative skills emerge. Ukrainian pedagogical discourse presents an urgent teacher’s need to be a manager of the inner self-improvement based on their cognitive activity. Moreover, two aspects tend to be crucial for the implementation of pedagogical work in higher education institutions in Ukraine. Firstly, the promotion of students’ creative self-development; secondly, the stimulation of students’ unique techniques for managing similar activities within the future professional framework.
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